few_shots: Example:
Problem/activity:
Narrative
The purpose of this activity is for students to create composite shapes and compose new shapes from composite shapes. For example, students may find that a rectangular prism can be made from four triangular prisms or from eight smaller cubes. Students then discover that they can combine two of the composed rectangular prisms to make a new rectangular prism.
Required Materials
Materials to Gather
Geoblocks
Launch
Groups of 4
Give each group geoblocks.
Display a large cube.
“This cube can be built from other shapes. See how many ways you can build a cube using other shapes.”
3 minutes: partner work time
Share responses.
Activity
“Choose a different shape. Try to find smaller shapes you can use to build that shape.”
5 minutes: partner work time
Student Response
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Activity Synthesis
Display a cube and a composite cube—for example, a cube composed of four small cubes and one rectangular prism.
Demonstrate putting the shapes together.
“What new shape did I make with the cube and the cube I made?”
“Put your shapes together to make a rectangular prism.”
Display a rectangular prism and two triangular prisms.
“Find these shapes. Put them together. What new shape can you make?” (a cube, a rectangular block)


Standard options: 
A. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.
B. Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.
C. Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as “right rectangular prism.”)


Thought: This activity asks students to compose three-dimensional shapes, using geoblocks, to create composite shapes.
Answer: C

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_lesson_009431

1
options: Apply properties of operations as strategies to add, subtract, factor, and expand linear expressions with rational coefficients.

Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”
problem_activity: Problem 1
Evaluate the following numerical expressions.
a.
$${-2(5+(3)(-2)+4)}$$
b.
$${-2((5+3)(-2+4))}$$
c.
$${-2(5+3(-2+4))}$$
d.   Can the parentheses in any of these expressions be removed without changing the value of the expression?
Problem 2
An expression is shown below with three expressions that are
not
equivalent to it. Explain the error(s) that were made in writing each expression.
$$\frac{6-3(4-8)}{2(1+2)^2}$$
a.
$$\frac{6-3(4-8)}{2(1+2)^2}$$
$$\neq \frac{3(-4)}{2(3)^2}$$
b.
$$\frac{6-3(4-8)}{2(1+2)^2}$$
$$\neq \frac{6-3(-4)}{(6)^2}$$
c.
$$\frac{6-3(4-8)}{2(1+2)^2}$$
$$\neq \frac{6-12}{(2+4)^2}$$
d.   Evaluate the expression.
Problem 3
Evaluate:
$${\frac{1}{2}(-3-1)^2-\left ( 10 \div \frac{5}{6} \right )}$$


correct_option_index: 0